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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
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Cambridge International Diploma in Management
Professional Level
Scheme of Work
4245
Managing Information
Core Module
MODULE NUMBER (CORE) 4245: MANAGING INFORMATION
BRIEF INTRODUCTION AND MODULE OUTLINE
This core module is concerned with the management of information within a business
environment and the importance and skill involved in gathering, evaluating and presenting
information to aid decision making.
Candidates are required to identify the different sources and types of information available to
them within a business setting and need to be able to critically evaluate the appropriateness
and effectiveness of these for decision making i.e. are they fit for purpose . This requires an
understanding of basic concepts such as sufficiency, accuracy, authenticity, reliability and
validity which can have very specific meanings in the context of managing information. The
difference between data and information must also be clarified.
A knowledge and understanding of statistical analysis is needed and an appreciation of the
sensitivity of decision making to the way in which information is presented. Candidates must
understand that the way in which information is analysed and presented is often more
important than the data / information itself – creative use of analysis and presentation can
result in different conclusions and decisions being based on the same set of raw data. A
range of examples and exercises can be used to effectively demonstrate this.
The role of IT in the business environment is a key part of this module and it is obviously
becoming increasingly important for managers to have a clear understanding of both the
advantages and disadvantages, or limitations, of the use of IT.
Candidates could begin this part of the module by historically reviewing the impact which new
technology has had on their role as a manager and then discussing the broader issue of how
the introduction of IT communication systems has changed the nature of communication and
relations at work.
Current legislation and ethical issues around information storage and retrieval should be
covered and there is a wealth of material to support this including case studies, media
articles, professional journals and case law.
The aim of the module is not for candidates to become experts in this field. However, as key
providers and users of information that may be gathered, processed, analysed and retrieved
or presented by using Information Technology they must be aware of the benefits and
shortcomings associated with this sort of management information system.
The module provides candidates with the opportunity to develop and practise the skills
involved in presenting information in a business environment. The range of communication
skills and knowledge to be explored are detailed in the Unit outlines. Candidates are expected
to apply these in leading, managing and contributing to meetings and also in the delivery of a
formal presentation.
Candidates need to understand the purposes of meetings and how to prepare for managing,
leading or contributing to a meeting to ensure that its objectives are achieved. Structural and
process issues should be covered as well as a range of other skills e.g. leadership,
facilitation, negotiation, recognising and handling conflict, encouraging contributions and
dealing with difficult issues and participants.
Many of these will apply to preparing for and delivering presentations. However, additional
support may be needed to help candidates with structure, preparation and presentation of
visual aids, and personal presentation skills and techniques, including non-verbal behaviour
and how to deal with nerves and questions.
It is suggested that these related skills are explored together and then candidates are given
the opportunity to practise them in a safe learning environment by participating in a simulated
or role play meeting and giving a presentation to peers. Providing candidates with feedback to
enable them to evaluate their performance and action plan further development should be an
integral part of this.
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Assessment Objectives:
1.
2.
3.
4.
5.
Demonstrate an awareness of different types of information and the range of sources
Obtain appropriate information to aid decision making
Analyse information to arrive at conclusions
Present information to others using a range of methods
Use Information Technology effectively within the working environment
RECOMMENDED PRIOR KNOWLEDGE
No prior knowledge is required, however, background reading about the changing use of IT
within the business environment and the implications of this would help to promote
understanding.
Candidates should also be encouraged to reflect upon any meetings and presentations in
which they have been involved and to identify those skills which they would most benefit from
practising, developing and receiving feedback on.
SUGGESTED TEACHING ORDER / SUMMARY SCHEME OF WORK
The module sits fairly comfortably at any point in the Programme and there are no
requirements for prior knowledge. However, there is a lot of emphasis in the module on
practising and receiving feedback regarding skills development and some candidates may be
uncomfortable with this during the earlier part of the programme.
The Managing Information module is made up of 5 assessment objectives which follow a
logical order.
Units 1 looks at the different types of information used in business decision making. Unit 2
looks at how information can be obtained cost-effectively, which then leads into Unit 3 which
focuses on the analysis of information. Once information has been obtained and analysed
effectively, it is considered to be suitable for communication to others. Unit 4 explores this
with emphasis on meetings and formal presentations. Unit 5 supports the other units by
focusing on the use of information technology in the management of information.
For teaching purposes it is suggested that the module is split in to two parts : units 1 and 5 ,
and units 2, 3, and 4.
Units 1 and 5 follow logically, although within each Unit suggestions are made as to which
order particular competence criteria should be covered in and which, if any, could usefully be
combined.
For Units 2,3 and 4 it is suggested that the knowledge and skills common to research and
analysis are explored together (Units 2 and 3) and that following this candidates are given
more specific guidance about the practical skills associated with communications, such as
meetings and presentations (Unit 4). Candidates should also be given the opportunity to
practise these skills in a safe learning environment by participating in a simulated or role play
meeting and giving a presentation to peers.
The column headed Explanation of competence criteria is designed to give an indication
of the main content to be covered and should help with this planning detail.
UNITS / ASSESSMENT OBJECTIVES : SUGGESTED ORDER
Part 1
1
Demonstrate an awareness of different types of information and the range of sources
5
Use Information Technology effectively within the working environment
These Units focus on the classification and use of management information in business decision
making and the role of IT in this.
A knowledge and understanding of the different types of information is needed and an appreciation of
the range of information sources that are available.
Candidates need to develop a clear understanding of the advantages and limitations of the use of IT
in the working environment. Work practice, legislation and ethical issues are also important.
© UCLES 2005
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Part 2
2
Obtain appropriate information to aid decision making
3
Analyse information to arrive at conclusions
4
Present information to others using a range of methods
These units provide candidates with the opportunity to develop and practise the skills involved in
research, analysis and presentation of information in a business environment. The range of
communication skills and knowledge to be explored are detailed in the Unit outlines. Candidates are
expected to apply these in leading, managing and contributing to meetings and in the delivery of a
formal presentation. They should receive feedback and support to help them to develop these further
in their own work / business environment.
LIST OF RESOURCES
Units 1 and 5
Given the speed with which new technology and legislation is introduced, it would be unwise
to recommend any specific resources for the IT element of this module. Professional journals,
dedicated web sites and regularly updated employment handbooks are good sources of
current information and suitable cases and scenarios can be found in the media and on
management websites.
Government and associated websites (e.g. For the UK: ACAS and the DPI -Data Protection
Registrar) will cover legislation, and sometimes work practice and ethical issues.
With regards to the classification and use of information, decision making etc, the
Professional Level booklist makes a number of suggestions. Managing Information by David
Wilson ISBN: 0750656212 (Institute of management) is also recommended, although even
with these subject areas there can be issues with currency.
Readily accessible copies of published data, reports etc can be useful to give candidates
practise at analysing information and experimenting with different ways of presenting it to
meet different objectives and outcomes.
Units 2, 3 and 4
For these Units currency is less of an issue and there is a wealth of book based and other
material available covering research and analysis skills, meetings and presentations.
Exercises containing scenarios and/or role briefs for simulated meetings are available but in
the absence of these, case study material can be adapted for this purpose.
© UCLES 2005
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UNIT 1: Demonstrate an awareness of different types of information and the range of sources
UNIT 5: Use Information Technology effectively within the working environment
Recommended prior knowledge: No prior knowledge is required, however, background reading about the changing use of IT within the business
environment and the implications of this would help to promote understanding.
Given the speed with which new technology and legislation is introduced, it would be unwise to recommend any specific resources for the IT element of this
module. Professional journals, dedicated web sites and regularly updated employment handbooks are a good sources of current information and suitable
cases and scenarios can be found in the media and on management web sites
Government and associated web sites (e.g. For the UK: ACAS and the DPI -Data Protection Registrar) will cover legislation, and sometimes work practice
and ethical issues.
With regards to the classification and use of information, decision making etc, the Professional Level book list makes a number of suggestions. Managing
Information by David Wilson (Institute of management) is also recommended, although even with these subject areas there can be issues with currency.
Outline: Units 1 and 5: These Units focus on the classification and use of management information in business decision making and the role of IT in this.
A knowledge and understanding of the different types of information is needed and an appreciation of how these contribute to effective decision making.
Candidates need to develop a clear understanding of the advantages and limitations of the use of IT in the working environment. Work practice, legislation
and ethical issues are also important.
© UCLES 2005
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COMPETENCE CRITERIA
EXPLANATION OF
COMPETENCE CRITERIA
1.2
Identify the purpose of
information
•
1.1
Identify appropriate data
and information in order to
support organisational
decision making processes
•
what is the purpose of
information in the business
environment?
what role does it play in helping
the organisation to learn and
develop?
SUGGESTED TEACHING ACTIVITIES
Before tackling this module candidates should understand the difference
between information and data; i.e. information is data which has been
processed and organised to make sense and to enable decisions to be made.
Candidates must appreciate that information must be managed and treated with
the same regard as any other key business resource. This should be linked to a
discussion about the use of knowledge for competitive success. Other concepts
such as intellectual capital and the notion of the learning organisation should
also be introduced.
It is useful at this stage to review the various uses of information in the
organisation.
1.4
1.3
Manage information
Identify appropriate types
and sources and quality of
information
•
how is information passed
through the organisation?
•
how is information stored?
•
what legal and confidentiality
issues apply?
•
what sources and types of
information are available to
managers in the business
environment?
•
© UCLES 2005
how can the suitability and
quality of this information be
evaluated?
Decision making needs breaking down into strategic, tactical and operational.
These are important distinctions that can be difficult to understand. It can be
helpful to give candidates a scenario/set of decisions to be made and ask them
to identify the decisions that need to be made at each level e.g. a well known
clothes retailer is considering opening a new store/branch in a local town - for
this to happen, identify the decisions that will need to be made at each level.
This exercise could be developed to include points raised later in the Unit e.g.
the type and sources of information needed, presentation etc. This could be
linked to the concept of the information flowline and issues associated with
legislation, regulation and security.
Candidates need to consider different sources and types of information, and the
ways in which information can be classified e.g. by source, by nature, by level,
by use.
Internal and external sources and basic research techniques and skills should
be covered e.g. primary, secondary, sampling.
This may be an appropriate point to discuss confidentiality and anonymity and
the dangers of bias and inaccuracy in research and recording.
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5.1
2.4
Identify the use of
current technology
within organizations
Identify and assess
communications within
the organisation
•
•
how is IT used in the working
environment?
how information is transmitted
The role of IT in the business environment is a key part of this module and it is
obviously becoming increasingly important for managers to have a clear
understanding of both the advantages and disadvantages, or limitations, of the use of
IT.
Candidates could begin this part of the module by historically reviewing the impact
which new technology has had on their role as a manager and then discussing the
broader issue of how the introduction of IT communication systems has changed the
nature of communication and relations at work.
Up to date case studies and articles from professional ICT and other relevant journals
can help to develop an understanding of the use of electronic communications and
their impact upon the role of the manager. Alternatively, an expert/guest speaker
could be invited to talk to the group.
This will also help to develop awareness of advantages, constraints and potential
problems e.g. viruses, computer fraud.
Legislation and ethical issues are an important part of this Unit
5.2
Identify the use of
current electronic
communication
systems within the
business environment
•
what is the role of electronic
communication in the
business environment?
5.3
Identify potential
problems with IT
communication
systems
•
what are the potential
problems associated with IT
communication systems?
•
legislative, security and
ethical issues.
© UCLES 2005
Issues associated with computer fraud, security systems and information overload are
important here.
7
UNIT 2: Obtain appropriate information to aid decision making
UNIT 3: Analyse information to arrive at conclusions
UNIT 4: Present information to others using a range of methods
Recommended prior knowledge: No prior knowledge is required, however candidates should be encouraged to reflect upon any meetings and
presentations in which they have been involved and to identify those skills which they would most benefit from practising, developing and receiving feedback
on.
There is a wealth of book based and other material available covering skills, meetings and presentations
Exercises containing scenarios and/or role briefs for simulated meetings are available but in the absence of these, case study material can be adapted for this
purpose.
Outline: These units look at different types of information within organizations that are required for making decisions. The analysis of information to arrive at
conclusions is also covered. These units provide candidates with the opportunity to develop and practise the skills involved in presenting information in a
business environment. The range of communication skills and knowledge to be explored are detailed in the Unit outlines. Candidates are expected to apply
these in leading, managing and contributing to meetings and in the delivery of a formal presentation. They should receive feedback and support to help them
to develop these further in their own work / business environment.
Candidates need to understand the purposes of meetings and how to prepare for managing, leading or contributing to a meeting to ensure that its objectives
are achieved. Structural and process issues should be covered as well as a range of other skills e.g. leadership, facilitation, negotiation, recognising and
handling conflict, encouraging contributions and dealing with difficult issues and participants.
Many of these will apply to preparing for and delivering presentations. However, additional support may be needed to help candidates with structure,
preparation and presentation of visual aids, and personal presentation skills and techniques, including non-verbal behaviour and how to deal with nerves and
questions.
© UCLES 2005
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COMPETENCE CRITERIA
3.1
Identification of where information
and or data are required to
support the decision making
processes at sub-organisational
level (section, department)
2.1
Types of data/information needed
to support a range of decision
making processes
2.2
Identify the types of
data/information needed to
support the range of decision
making processes
EXPLANATION OF
COMPETENCE CRITERIA
•
•
identify the information you
need to carry out your role as a
manager and the format this
should take
identify the different types of
decisions and the information
that is relevant to these
Candidates need to be encouraged to critically review the quality of the
information which they provide for others and receive.
It can be helpful to ask candidate to review the pieces of information
which they regularly receive, to rate them (e.g. out of 10) against the
criteria such as those given below and then to determine how they can
improve the quality of the information.
Managers are often end users in a Management Information System and
they have a responsibility to liaise with the providers of information to tell
them what their requirements are e.g. content , detail, format - and, any
information which is no longer needed.
Useful – does it contribute something?
•
cost consideration of obtaining
and using information in relation
to the level of decision
•
is it in a suitable format?
2.3
Identify the costs of such
information and the potential
benefits
3.2
Critical assessment of the
availability, access and format of
this data/information
3.3
Appraisal of the quality of this
information to support the
decision making processes
•
Self-explanatory
3.4
Techniques of analysis that
support the decision making
processes
•
For example, statistical, break
even analysis; computer
modeling and graphical
© UCLES 2005
SUGGESTED TEACHING ACTIVITIES
•
•
•
•
•
•
•
•
•
relevant – does it deal with the matter in hand?
appropriate – is to the correct level, detail and format?
complete and accurate
timeliness
reliable
valid
comprehensible – is it user friendly?
presentation
cost effective – do the benefits outweigh the costs?
This may be an appropriate point to introduce statistical analysis as this
can help to check the sufficiency, reliability and validity of information.
This should be linked to discussion about the presentation of information
and the sensitivity of decision making to how information is analysed and
presented i.e. that creative use of analysis and presentation can result in
different conclusions and decisions being based on the same set of raw
data. A range of examples and exercises can be used to effectively
demonstrate this.
9
techniques
3.5
Arriving at and communicating
decisions
•
Using the information to best
effect and deciding how best to
pass this on to others
Candidates should be asked to analyse data to introduce them to basic
analytical concepts and techniques e.g. range, classification, frequency
distribution, averages (mean, median, mode), range and dispersion,
correlation and trends. An understanding of how to calculate and use
standard deviation is also important .
Having analysed this data candidates should explore the different ways in
which data can be presented. Useful links can be made to presenting
data for meetings and presentations.
Working in small groups, candidates can be asked to present the same
set of data/information in different formats and then to discuss the
appropriateness, advantages and disadvantages of each method.
e.g. one group presents the data using pie charts, another using bar
charts, graphs…
This should help candidates to appreciate the importance of presentation
and the need to think in advance about the use which the information is to
be put to. i.e. why is the information needed?
© UCLES 2005
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4.1
Understand the purpose and
function of meetings to gather
and provide information
•
•
•
distinguish between formal and
informal meetings
identify the different purposes,
functions and objectives of
meetings
e.g. information giving,
consultation, decision making
The competence criteria for this unit will be most effectively addressed
together through the planning, preparation, carrying out and evaluation of
a simulated or role play meeting.
If this is not possible candidates may be able to observe a real time
meeting or a video recording of a meeting. Although this will not allow
them to practise their skills it will help them to appreciate process and to
identify the different skills and behaviours typically demonstrated.in
meetings.
The prior knowledge, experience and skills of the group will obviously
determine the amount of time to be spent giving formal input on the
subject and many of the skills may have been covered elsewhere.
Prior to the meetings activity candidates need to spent some time thinking
about the purpose of meetings and some of the structural and procedural
aspects of meetings.
It can be helpful to ask candidates to list, classify and evaluate the
meetings that they have been involved in over, say, the last month. A
table could be produced to help this review and analysis.
For example, for each meeting :
• was it formal or informal?
• what was its purpose?
• was this clearly communicated in advance?
• did you have enough information to enable you to contribute
effectively?
• did it achieve its objectives?
• what helped / hindered this? (too many people, poor chair, insufficient
information etc)
Working in small groups, candidates could draw on this to produce a list
of purposes and functions of meetings to identify the features of effective
meetings etc.
© UCLES 2005
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Candidates need to appreciate the importance of planning a meeting.
Drawing up agendas, circulating information in advance, meeting protocol
and internal politics etc.
It can be helpful to show candidates examples of good and poor agendas
and minutes so that they can learn from best practice.
It can also be valuable to spend time focussing in more detail on group
process and behaviours in meetings, this may overlap with some of the
skills covered in Unit 3.
Observing a meeting can help candidates to identify task and
maintanance roles and different behaviours e.g. supporting, building,
blocking, signing, bringing in. This can help them to understand how to
use their skills to good effect.
A discussion about how to handle ineffective meetings and deal with
difficult behaviour could follow.
Candidates should practise their skills by participating in a meeting and
there are many different ways in which this can be approached.
One option which works well is to ask half the group to participate while
the rest observe and evaluate the process of the meeting and the
behaviours and skills of the participants. The groups then change over.
A popular scenario is for candidates to represent different teams or
departments in an orgnisation who are competing for scarce resources .It
can be helpful to choose scenarios which require one or more of the
participants to work together (from the same department) as they share a
common interest which conflicts with that of another party/ies. This allows
candidates to practise planning and presenting their case and to build on
each others ideas. It can also develop conflict handling and shutting
out/blocking skills by participants and the chair.
Only a few candidates will be able to practise chairing a meeting.
However, this should not be an issue as the skills required for
contributing to a meeting are very similar although they are likely to be
used in different ways and at different times.
If candidates are observing peers they may need reminding of the
© UCLES 2005
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4.2
Lead and manage meetings in
order that the aim, objectives and
expectations of those involved ar
met
•
•
•
•
•
•
4.3
Prepare formal presentations
•
planning and managing
content, structure and process
working to an agenda and time
keeping meetings goal and
outcome orientated
understanding and managing
the contributions and
behaviours of others
facilitating discussion and
decision making. Problem
solving
closing and evaluating
meetings
importance of giving constructive feedback and it may also be necessary
to establish some ground rules regarding confidentiality, safe
environments etc. Using standard written feedback sheets helps to
improve the quality and value of the feedback.
planning and preparing to carry
out formal presentations
The competence criteria for this unit will be most effectively addressed
together through the planning, preparation, carrying out and evaluation of
a formal presentation.
If the resources are available the meetings could be video recorded – and
candidates can use the tape to carry out a more thorough self evaluation.
Presentations is one area where there is typically variation in the
knowledge, experience and skills of a learning group, and this will
obviously determine the amount of time to be spent giving formal input on
the subject. Information gathering, planning and communication skills,
should be recapped on and non verbal communication in particular may
need covering in detail. IT applications e.g. power point, should be dealt
with as an aid to preparation but it is not the intention that they will be
taught as part of this module.
It is useful to begin with a discussion about what is meant by presenting
within a formal business setting. Candidates could share ideas about the
expectations within their own organisations.
To help candidates to focus on the skills needed to carry out an effective
presentation ask them to think about a good and a poor presentation
which they have attended – and to identify the reasons why they were
good/poor. Produce a list of these features and discuss to ensure that
candidates understand the requirements of an effective formal
© UCLES 2005
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presentation.
Alternatively, rather than drawing on the candidates experiences a
commercial training video or a video clip of a formal presentation shown
on television could be analysed.
4.4
Give formal presentations
Once candidates have established what the requirements are they will
need to begin to develop their skills. Although candidates are likely to
vary in terms of the amount of support they need to plan, prepare and
present, a teaching session based on the Presentation Process usually
works well.
Candidates can be taken through the Process once, and then work
through in practice when preparing their own presentations.
•
•
•
•
•
•
•
•
•
•
•
THE PRESENTATION PROCESS
Setting your objectives
Researching your audience
Planning the content
Planning the structure
Planning methods and styles of delivery
Preparing visual aids
Preparing your script
Rehearsing your presentation
Delivering your presentation
Handling questions
Evaluating your presentation
Asking candidates to give presentations and receive feedback on their
performance in a safe learning environment is the most effective way to
address this criterion.
If candidates are expected to present as a team in the workplace it can
be useful to make these small team presentations, however, take care to
ensure that everyone has the opportunity to be involved in both the
© UCLES 2005
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planning and the presentation and that this is practicable e.g. candidates
are able to get together to work on their presentations.
Although the focus of the activity is on presentations the subject of the
presentation is not specified and this may be an ideal opportunity to look
at another aspect of the module in more detail, or, to ask candidates to
apply an aspect of their learning to their own organisation. However, as
the intended audience is the rest of the teaching group the subject should
be of interest and relevance to them.
It is likely that some candidates may be anxious about the presentations
and if this is the case presentations should be limited to 15 – 20 minutes
for individual presentations, 20 – 30 for teams, including questions.
Candidates should be allowed to run through their presentations without
interruptions and then receive feedback at the end from the audience
(tutor and peers).
Using standard written feedback sheets helps to improve the quality and
value of the feedback. If these are passed to the presenter they can also
be used to help candidates to evaluate their own performance, again a
prepared evaluation sheet works well (and could be useful for the
candidates management file).
If the resources are available presentations could be video recorded –
and candidates can use the tape to carry out a more thorough self
evaluation
© UCLES 2005
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© UCLES 2005
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